FdSc HEALTH & SOCIAL CARE PRACTICE PROGRAMME … · THE FdSc HEALTH & SOCIAL CARE PRACTICE AIM...

FdSc HEALTH & SOCIAL CARE

PRACTICE

PROGRAMME HANDBOOK

SEPTEMBER 2016

CONTENTS

Page

WELCOME TO YOUR PROGRAMME 1

MEET THE PROGRAMME TEAM – WE ARE ALL HERE TO HELP YOU SUCCEED! 2

THE FdSc HEALTH & SOCIAL CARE PRACTICE AIMS – WHAT WILL YOU LEARN? 4

WHAT SHOULD I BE ABLE TO DO AT THE END OF MY PROGRAMME? 5

WHAT WILL I LEARN IN THE FIRST YEAR? 8

FIRST YEAR MODULES 9

FIRST YEAR TIMETABLE 10

WHAT WILL I LEARN IN THE SECOND YEAR? 11

SECOND YEAR MODULES 12

SECOND YEAR TIMETABLE 13

WHO DO I CONTACT IF I NEED SUPPORT? 14

HOW WILL I LEARN? 15

YOU WILL ALSO LEARN FROM FEEDBACK FROM ASSESSMENTS 16

VIRTUAL LEARNING ENVIRONMENT – E@T 17

HOW WILL I BE ASSESSED? 18

ASSESSMENT SCHEDULE 19

ASSESSMENT REGULATIONS 20

HOW DO I FEED BACK MY VIEWS ON THE PROGRAMME? 21

AND FINALLY, A FEW LAST WORDS FROM STUDENTS 22

DISCLAIMER 23

Wanting to be an Associate Practitioner (Agenda for Change Band 4) means

that you care about service to the patient, have a caring and inquisitive nature,

you love problem-solving, you question things and you enjoy a challenge.

At Teesside University we have designed an innovative and interesting

programme to help you reach your goal and like all Teesside University

graduates become confident, critical and creative, articulate, adaptable and

aspiring.

.

WELCOME TO YOUR PROGRAMME

On behalf of the programme team we would like to welcome you the

Foundation Degree (FdSc) Health & Social Care Practice. As you

take your first steps on this two-year programme run by Teesside

University in partnership with local National Health Service (NHS) and

social care employers we hope that you will find this programme

enjoyable, rewarding and a challenging prospect!

This Programme Handbook is designed to give you specific

information relevant to your programme which we hope you will find

useful throughout your studies.

You will also receive a Module Guide for each specific module

detailed in the timetable which will give you useful information

specifically for that module.

This handbook should be looked at in conjunction with the Student

Essential Guide: http://sohsc.tees.ac.uk/sites/handbook/ which

provides important information relevant to all students in SOHSC and

the University Student Handbook:

http://www.tees.ac.uk/studenthandbook/

You’ll find that we’re keen to help you to make the most

of your time here. This handbook is intended to give

you an overall idea of what to expect from your

programme, especially your first year.

Any questions please just ask one of your tutors or

you may find some answers and reassurance in the

quotations from former students on the programme

which can be seen in the speech bubbles such as

this one above.

1

“Don’t be scared, there is

support every step of the

way and you can do it!”

Year 2 Student

Welcome to the FdSc Health & Social Care

Practice!

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http://sohsc.tees.ac.uk/sites/handbook/

http://www.tees.ac.uk/studenthandbook/

MEET THE PROGRAMME TEAM – WE ARE ALL HERE TO HELP YOU SUCCEED!

Tricia Richardson

Principal Lecturer

01642 384959

[email protected]

Paula Shirley

Senior Lecturer

01642 738341

[email protected]

Mary Van Loo

Senior Lecturer

Disability Co-ordinator

01642 384932

[email protected]

Mary Dunning

Senior Lecturer

01642 384944

[email protected]

Clare Marron

Senior Lecturer

01642 384140

[email protected]

Linda Allison

Senior Lecturer

01642 384198

[email protected]

Mary Nesbitt

Senior Lecturer

01642 384905

[email protected]

2

Christine Brown

Senior Lecturer

01642 384486

[email protected]


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mailto:[email protected]








MEET THE PROGRAMME TEAM – WE ARE ALL HERE TO HELP YOU SUCCEED!

3

John Waine

Senior Lecturer

IT and e-Systems

01642 384531

[email protected]

Robert Hughes

Senior Lecturer

01642 384990

[email protected]

Pete Brown

Senior Lecturer

01642 384960

[email protected]

John Morley

Senior Lecturer

01642 384535

[email protected]

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The programme aspires to enable you to undertake a journey of

personal and professional development in a supportive student-

centred environment. It will enhance your capacity and

capability in practice helping you achieve your full potential at

work. Furthermore, the programme will provide opportunities

for you to continue your professional development by enabling

you to identify and plan for your future learning needs.

The NHS and Social Care Sectors are undergoing great

change, therefore it is important for you and your employer

that you maintain your skills and knowledge adopting a

flexible approach to practice. Technologies and available

knowledge change constantly and service users’

expectations and demands for more effective services have

a great impact; you will need to be flexible and adapt to

change and this is why the FdSc aims to develop your

commitment to lifelong learning.

“I initially only wanted to do the course to

progress onto my nurse training and saw it

as a bit of a stepping stone, however one

year in, I can honestly say I have learned a

lot and my practice has improved because

of it”

4

THE FdSc HEALTH & SOCIAL CARE

PRACTICE AIM – WHAT YOU WILL

LEARN

“The overall aims of the programme are to:

• Develop the student’s ability to be an efficient, effective, safe

and motivated practitioner within the workplace/practice

setting in the context of their role within health and social

care.

• Develop the student’s ability to work autonomously within a

multidisciplinary team.


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In terms of your knowledge and

understanding you should be able to:

Critically analyse ideas, concepts and

frameworks associated with holistic

perspectives of health and social care within

a range of contexts.

Critically analyse and apply the ethical and

legal considerations and constraints specific

to their field of practice.

Demonstrate a detailed knowledge of

scientific principles associated with their

field of practice.

Critically analyse the impact of local,

national and international evidence-based

practice influences on health and social

care provision and the development of

health and social care in the UK.

Critically analyse the determinants of health

and wellbeing and approaches to health

improvement and wellbeing within their field

of practice.

Demonstrate a detailed knowledge of the

guidelines for the safeguarding of

individuals.

In terms of your cognitive and

intellectual development, you should be

able to:

Critically analyse, interpret and apply

data/evidence from a variety of sources

that informs their field of practice.

Critically analyse information and

experience in order to become a reflective

practitioner within a person-centred

approach.

Demonstrate intellectual flexibility and

openness to new ideas in order to continue

to strive to enhance and improve practice.

Utilise an evidence-based approach to

employ balanced, logical and supported

arguments to rationalise their decision

making within their scope of practice.

The learning outcomes of the FdSc Health &

Social Care Practice programme are listed

here.

Please share these with your line manager.

WHAT SHOULD I BE ABLE TO DO BY THE END OF MY PROGRAMME?

“For me the programme

has so far done a great

job in improving my

time management and

my search and retrieval

skills”

“Always believe in your

abilities, seek guidance from

your tutor in time of need, as

they will guide you to reach

your goal. I did!”

“Anatomy and

Pathophysiology helped me

understand patient’s

conditions holistically,

recognising deterioration

and how one system effects

the other”

“I’m a much more reflective

practitioner”

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In terms of your practical and professional skills you

should be able to:

Apply safe and effective practice within an agreed scope

of practice and range of environments associated with

their field of practice.

Facilitate the effective delivery of holistic care using a

person-centred approach.

Assist in the evaluation of health and social care practice

and contribute to decision making processes.

Act with increasing autonomy and direction within defined

guidelines.

Facilitate the health improvement and protection of the

health and safety and wellbeing of others.

Critically analyse own values, beliefs and assumptions

and those of others to promote value based practice.

Act in accordance with the legal, professional, ethical and

procedural boundaries of their role.

Maintain appropriate relationships to facilitate

collaborative working across a wide range of teams and

agencies.

Apply risk assessment and management knowledge and

skills to promote and ensure safety.

In terms of skills that can be transferred to

many different kinds of careers you should be

able to:

Adopt a range of roles within a team and

contribute to the effective working of the team.

Reflect upon and apply core interpersonal skills to

their field of practice.

Participate in quality assurance/governance

strategies used to evaluate practice and promote

service improvement.

Reflect systematically on performance and

implement strategies to promote self-awareness

and Continuing Professional Development.

Use a range of information technology relevant to

their field of practice and personal learning and

development.

Communicate information, advice, instruction and

profession specific knowledge effectively to others.

YOU SHOULD ALSO BE ABLE TO DO THESE BY THE END OF THE PROGRAMME

“I have developed not just on a

professional level but on a personal one,

thanks to this programme”

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PROGRAMME ROUTES

The programme offers two routes through the two practice modules: in Year 1 through Foundations of Practice and in

Year 2 through Orientations of Practice.

• Competency Route – where you work with and be observed by your Practice Mentor to achieve your practice

competencies.

• The Non-competency Route – where you will be working as a lone worker without direct supervision, but you will be

allocated a Practice Supervisor who will have three meetings with you to discuss the evidence required from practice

experience.

Within the programme you will be taught with a variety of students from other disciplines within health and social care,

such as:

Nursing (all areas) Theatre Radiography Physiotherapy Bio-medical Care Homes

Drug and/or Alcohol Abuse Centres GP Practice

WHAT WILL I LEARN IN THE FIRST YEAR?

The first year is at Level 4 Higher Education (HE), and most students recruited will have gained their previous knowledge and skills

through work-based learning and qualifications. The programme recognises the need for a range of support mechanisms to allow you

to take the step into HE and the learning environment from the beginning of the programme is conducive to good study habits where

you are given time and the opportunity to reflect on your learning and progress. A fundamental feature of the learning approach is

dialogue within the classroom which is actively encouraged. You will be provided with an Academic Tutor and Practice/Work-based

Mentor in addition to the module tutors and team detailed on the previous page.

The first year of the programme supports the development of your academic and study skills with a module entitled Learning to Learn:

An Introduction to Academic Study Skills (see next page for details of attendance). The academic year is 28 weeks long (excluding

Christmas and Easter breaks).

.

Foundations of Practice

(FDS1027-N)

(60 credits)

Learning to Learn; An Introduction to Academic Study Skills

(FDS1043-N)

(10 credits)

Foundations of Anatomy and Pathophysiology.

(FDS1002-N)

(20 credits)

Specialist Module

(30 credits)

Beginning of

Year 1 End of

September/

beginning of

October 2016

End of Year 1

May 2017

On successful completion of Level 4 you will have gained the required 120 credits by passing the modules above and

detailed next.

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FIRST YEAR MODULES

Learning to Learn; An Introduction to Academic

Study Skills FDS1043-N (10 credits)

A 20-week module delivered across Term 1 and the

majority of Term 2 which will provide you with all the

tools necessary to succeed. Module team is John

Waine (Module Leader) with Christine Brown

(module tutor).

Foundations of Anatomy and Pathophysiology

FDS1002-N (20 credits)

A 15-week module taught in Term 1 in which you will learn about the

normal body systems, how they interact and what happens during certain

disease processes. Module Leader is Paula Shirley.



A 28-week module which spans the whole academic year. This is a

work-based module in which you will follow and complete a series of both

generic and specific competencies within the workplace, supported by a

Practice Mentor from your area of work and an Academic Tutor from

within the Foundations Studies Team.

You will produce an electronic portfolio which will contain all

competencies in addition to a number of pieces of written Essential

Evidence. Module team is Tricia Richardson (Module Leader) with,

Christine Brown (module tutor).

Specialist Module

(30 credits)

The specialist module is dependant upon your area of work and these

will be confirmed at the beginning of the academic year. Most of the

specialist modules are delivered in Term 2.

However, there are some exceptions such as theatre and radiography

which commence in Term 1. Your trust will be aware of these and your

required attendance before the commencement of the programme.

“Don’t worry about feeling anxious,

everyone will be feeling the same.

All the staff in the FD team are there

for you, encouraging and supporting

you all the way. Good luck and

enjoy!”


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Level 4

Year 1

2016/17

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FIRST YEAR

TIMETABLE

9.00am – 12noon 1.00pm -2.00pm 2.15pm – 5.15pm

Term 1Weeks 1 -14

Foundations of Anatomy and Pathophysiology

(Core module)

Learning to Learn: An Introduction to Academic Study Skills(Core Module)


(Core Module)

Term 2Weeks 15 – 20

Specialist Option Module

Learning to Learn: An Introduction to Academic Study Skills(Core Module)


(Core Module)

Term 3Weeks 21 - 28


Self-Directed Study Foundations of Practice

(Core Module)


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WHAT WILL I LEARN IN THE SECOND YEAR ?

The second year is at Level 5 Higher Education and builds on the knowledge and skills gained from Year 1 enabling you to explore and develop

lines of enquiry. You will be taught how to think and write more analytically, how to recognise good quality evidence and to use this evidence

within your academic writing.

As with the first year, classroom discussion is encouraged. However to reflect working at a higher level of education, teaching and assessment

strategies will challenge your developing mind of enquiry. You will continue to be supported usually by the same Academic Tutor and

Practice/Work-based Mentor that you were assigned in Year 1, in addition to the module tutors and team detailed earlier in this handbook.

On successful completion of Level 5 you’ll have gained another 120 credits by passing the

modules listed on this page. You will then have 240 credits in total and will be awarded the FdSc

Health & Social Care Practice.

Orientations of Practice

(FDS2004-N)

(60 credits)

Understanding Evidence-based Practice

(RMH2030-N)

(20 credits)

For 20 weeks only

Specialist module(s)

(40 credits)

Beginning

of Year 2

October

2016

End of Year

2 May 2017


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SECOND YEAR MODULES

Understanding Evidence- based Practice RMH2030-N (20

credits)

A 20-week long module which will concentrate on examining

what constitutes good quality data and is taught by Lesley

Emmerson (Module Leader) from the Research Methods

team.



A 28-week module which spans the whole academic year. This

is a work-based module in which you will follow and complete a

series of both generic and specific competencies within the

workplace supported by a Practice Mentor and Academic Tutor

within the University.

You will produce a portfolio which will contain all competencies in

addition to a number of pieces of written Essential Evidence.

Module team is Mary Nesbitt (Module Leader) with Linda Allison

(module tutor).

Specialist Module(s)

(40 credits)

Dependant upon your area of work expertise you will be able

to choose one from a number of option modules.

There is also an option to study a Negotiated Learning

module if there are no modules available which suit your

work environment.

As with the first year, some specialist modules may run on a

different day.

“In the beginning I was so

nervous that I didn’t have the

ability to finish the first year,

however I managed to complete

the second year and it has given

me confidence to continue with

further studies and I feel so

proud of what I have achieved.”

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Level 5

Year 2

2016/17

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SECOND YEAR TIMETABLE

9.00am –11.00am

11.30am –1.30pm

2.30pm –4.30pm


Evidence Based Practice

(Core Module)


(Core Module)



Evidence Based Practice

(Core Module)


(Core Module)



Self-Directed Study


(Core Module)



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WHO DO I CONTACT IF I NEED SUPPORT?

Academic Support

If you are experiencing difficulty coping

with the material in any module, please

explain the problem to the Module Leader.

It is primarily the module team’s

responsibility to deal with these difficulties.

If you can’t resolve the problem in this way,

then you can approach the Programme

Leader.

Your Academic Tutor is here to offer

pastoral support with any issues

happening in your personal life which

may impact on your ability to study. It

may be worth making a note of their

contact details here.

Academic Tutor is:………………………

Contact details are:………………………

Further University Support

The Learning Hub

Found on the ground floor of the Library on

the Teesside Campus, this offers support

with academic skills: http://lis.tees.ac.uk/

Within the school there is a Disability Co-

ordinator.

Name …………………………………………….

Contact …………………………………………...

“When your tutors say they are

happy to help, they actually mean

it!”

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Attendance

A record of your attendance is kept and patterns

monitored. If you are going to be sick or absent for

other reasons you need to notify student records at

SOHSC-Student Absence email:

[email protected]


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Programme Leader details

Name…………………………………..

Contact…………………………………

http://lis.tees.ac.uk/


HOW WILL I LEARN?

Lectures and Briefings

Lectures and briefings are used to impart knowledge to larger groups. These tend to be tutor-led and aim to inform, inspire and engage.But don’t expect just to sit and listen! These typesof learning are not passive and include note-taking, question and answers and/or small groupdebate. They are usually illustrated by a wide range of media.

Individual Tutorials by

Appointment

Individual tutorials take

place with one student

discussing their work or

their general progress

and pastoral situation

with one member of

staff.

Group Tutorials by

appointment

Group tutorials consist

of small groups of

students and a tutor

discussing

individual student’s

project work or team

efforts. These are

interactive and are

intended to promote the

exchange of ideas,

brainstorming, analytical

skills and feedback on

project work. Group

tutorials normally occur at

regular intervals during

the course of a project.

Seminars

Seminars enable structured discussion andanalysis to take place between groups of students and a tutor.

Seminars are interactive and they facilitatethe free exchange of ideas through which youlearn the process of argument and reason.At times you may be asked to present a short, researched talk on a particular subject after which the group will discuss the matters raised.

“Embrace this tremendous

opportunity and if you really

want to succeed, YOU WILL. All

the help and support you need

is available to you. If I can do it

at 58 years old, it suggests that

the lecturers can even teach an

old dog new tricks!”

Presentations

The confidence and skills required to give effective presentations are acquired over the whole duration of your programme. These skillsare useful in many walks of life and contribute greatly to the usefulness of your degree inmany areas of employment.

“I wasn’t fully aware of the depth of

the number of E-resources and

LibGuides available to me until

starting this course.”

Independent learning

This is a very importantpart of the programme particularly in Year 2. Your success will depend onyour ability to develop theskills that will enable you to learn independently, using your own initiative andresourcefulness to achieve your goals.

“The academic year is like

climbing a steep hill, but once

you achieve the summit, the

view is spectacular!”


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Throughout your studies you will receive feedback from tutors that will be in a variety of forms. It is important that you receive and respond to feedback. The following hints and tips were produced by the Students’ Union.

Feedback feeds learning. Feedback is not simply something you receive after your assessments have taken place but is a continuous part of the learning experience and comes in many forms.

All opinions count. Feedback can come from many different people including: Module Leaders, tutors, fellow students, employers or you can even give feedback to yourself through reflection. All can be valuable to you.

Feedback has different forms. These include: written comments about your work, verbal comments from your tutors, discussion with peers inside and outside of the classroom and electronic feedback.

Help feedback to work for you. Use your feedback to develop knowledge about yourself; your strengths and weaknesses.

Open your mind to feedback. Try not to focus on the mark, look at the feedback too. If you didn’t get 100% then there is room for improvement; the feedback will show you where you need to improve. If you are disappointed with your mark give yourself some time before you look at your feedback, but don’t ignore this. If you don’t know where you went wrong you will make the same mistake again.

Accept praise. Don’t be afraid or embarrassed to acknowledge your successes. Don’t look back in anger. Try not to take negative feedback personally. Constructive

criticism is there to help you improve your performance. It should never be destructive criticism; if you feel it is please contact the Programme Leader.

Make a negative positive. If you are unhappy with your mark go and see someone on the teaching team for more feedback. If you have to resubmit, discussing your feedback with the tutor will help make sure that you don’t make the same mistakes.

Don’t hesitate, just ask! All of the teaching time are here to help you, don’t be afraid to come and talk to us, that’s what we are here for.

YOU WILL ALSO LEARN FROM FEEDBACK FROM

ASSESSMENTS“Use the support you have

around you. It sometimes

feels like you are the only one

struggling but in reality you’re

not. You will only struggle for

as long as you allow yourself

to. Ask your friends and

tutors if you feel lost. The

best support I had were the

people doing the course with

me”.

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It is therefore important that

you actively engage in the

use of the e@t

environment. You’ll

be expected check for

postings on a regular basis.

e@te@t is the University’s

Virtual Learning

Environment (VLE),

accessed through the

internet:

https://eat.tees.ac.uk

You’ll be introduced to

e@t early in your first

academic year. It will be

used during your

programme in various

ways; for example

keeping you in touch with

the programme and

module information,

online discussions, wikis,

blogs, useful links, online

assessment and also copies

of module briefs/handbooks

will be held there.


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HOW WILL I BE ASSESSED?

Deadlines for Assessment

As adult learners it is your responsibility to attend examinations

and to submit work for assessment as required; usually online.

You may apply for an extension to your submission date of up to

seven days through your Module Leader but will need a valid

reason to support this request.

Where an extension has not been approved, in course

assessment work submitted late will receive a maximum mark of

40% provided it is submitted within seven calendar days of the

published deadline. Where an extension has not been approved

in-course assessment work submitted more than seven calendar

days AFTER the published deadline will not be marked. Please

ensure that all assessments are submitted on or before the hand-

in date; be prepared and allow yourself plenty of time to complete

the assessment.

In some personal circumstances you may not be able to meet

assessment deadlines. If this happens, please contact your

Module Leader, Academic Tutor or Programme Leader for advice

and support. Further information can be found in the Student

Essential Guide or within this handbook.

You will encounter a number of different

assessment methods as you progress

through the programme. The assessments

cover a wide range from exams to

assignments and many others in between

but the pass mark for all is 40%.

There are two main classes of assessment:

Formative and Summative.

Formative assessment is used to aid your

learning. This is where you are set an

assignment that receives either a mark or

some feedback but does not count towards

the final module mark.

18

With Summative assessments the

mark counts towards the final module

grade.


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ASSESSMENT SCHEDULE

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Learning to Learn

Foundations of

Practice

Anatomy &

Pathophysiology

Introduction to

Health & Social

Care Practice **

Understanding

Evidence Based

Practice

Orientations of

Practice

Developing Health

& Social Care

Practice**

Core modules are illustrated for Year 1 and Year 2.

Modules marked ** are an example of a specialist module. Assessment schedules vary for

specialist modules; please see specific Module Guide for details of assessment schedule.


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ASSESSMENT REGULATIONS

.

External Examining

Students often ask questions about how we know that their degree is broadly of the same standard as

degrees awarded for similar courses by other universities. In the UK we have a system called external

examining which is one of several ways that we confirm that standards are met. An External Examiner is

generally an experienced lecturer from another university who offers an independent view as to whether the

work of students on the course is of the correct standard. The External Examiner does this by looking at a

sample of work (e.g. assignments, exam answers, dissertations), discussing the work with your lecturers and

attending the assessment boards to endorse results. They then produce an annual report which tells us

about any concerns they have and any good practice they have identified. The External Examiners’ Reports

are made available to students via the ‘courses’ tab in e:vision.

The main External Examiner for your course is Denise

Baker and she works at the University of Derby.

Sometimes, your modules may have a different External

Examiner and your Module Leader can provide details

on request.

Please note that students are not permitted to contact

external examiners directly and external examiners will

not respond to any communication from individual

students. If you have any concerns about your course

then please speak to your Programme Leader.

“Feeling stressed and anxious is normal,

we have all been there”

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Regulations

The FdSc Health & Social Care

Practice operates in accordance with

the University Regulations for

foundation degree students.

HOW DO I FEED BACK MY

VIEWS ON THE

PROGRAMME?

. You Said/We Did

You said.

“Lessons where patients come into talk to us

were really interesting and we learnt a lot.

Can we have more please?”

Action: We will continue to access relevant

service users to enhance the student

experience where it is felt appropriate to do

so.

You said:

In the second year towards the end of the

year, can we have more self-directed study

to enable us to spend time in the Library

working on our assessments?”

Action: For both first and second years the

timetables have been written to incorporate

more self-directed study prior to the

submission of assessments where this is

practicable. We recognise that our students

are work-based learners and have limited

library time in their day release from work,

therefore this change will help greatly.

.The Student Essential Guide gives

information about how we seek and

value your feedback about your

programme.


The School of Health & Social Care (SOHSC) relies on student feedback as a

key method of assuring and enhancing the quality of its learning and teaching.

Your feedback is very important to us and we will invite you to give constructive

feedback on your learning experiences both formally and informally at various

points in your programme of study for example by evaluating University teaching

during and at the end of each academic year and in some instances at the end of

a module.

Evaluation is usually online and can take the form of a SOHSC evaluation and/or

participation in the annual National Student Survey (NSS). As a result of

evaluations both in house and nationally, actions have and will be taken to

improve the quality of the programme and student satisfaction; both of which are

extremely important to us. Please participate in the NSS at the end of your

programme and tell us what we can do better or simply what we have done well!

21


©TU-SOHSC (2016)


And finally, a few last words from

FdSc Health & Social Care

Practice students….

“Don’t waste time, get on with

your studies. This course opens

up a whole new way of thinking

and brings new found confidence

and friends!!”

“Try and enjoy the whole

experience – the two years go

over so quickly”

“Being a mature student, the

confidence I have gained

following this course is

unbelievable, age is not a barrier,

I now feel anything is possible to

achieve”

“Staff are approachable across all

avenues – if you do not wish to

speak in person, then don’t be

afraid to email them!”


©TU-SOHSC (2016)

DISCLAIMER

The information contained in this handbook is, as far as

possible, accurate and up to date at the time of printing.

The express permission of Teesside University must be

obtained to reproduce any, or all of this

publication, other than for personal use or for those

purposes permitted by law.


©TU-SOHSC (2016)

FdSc HEALTH & SOCIAL CARE PRACTICE PROGRAMME … · THE FdSc HEALTH & SOCIAL CARE PRACTICE AIM...

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